Reading Research Quarterly

Papers
(The H4-Index of Reading Research Quarterly is 17. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-08-01 to 2026-08-01.)
ArticleCitations
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten121
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum86
Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph?77
Correction to “Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not”69
Issue Information41
Issue Information34
Children Authoring Literacy and Community: A Discourse of Belonging in Elementary Classrooms25
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement25
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension24
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective21
Supporting Literacy Through the Justice and Dialogic Education ( JADE ) Framework20
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group‐Wise Prediction Evaluation20
Adult Supports for Preschool Writers During Learning Centers20
The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge20
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy19
19
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction18
Issue Information17
Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not17
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